THE 5E’S MODEL

The 5Es are an instructional model encompassing the phases Engage, Explore, Explain,
Elaborate, and Evaluate, steps which educators have traditionally taught students to move
through in phases.

Engage transitions from “I tell them or show them” to helping students reflect on what they
already know and ask questions about what they don’t yet understand, which propels them
toward an initial feeling of dissatisfaction.

Explore moves away from thoughts such as “I give them,” “I demonstrate,” or “They look at
a model” and toward students themselves unpacking the problem, developing a model, and
gathering data.

Explain no longer means turning and talking, having a carousel discussion, or

asking questions like “What did” and “What was.” Now, it means digging deeply into
where the question has been answered or the problem solved, and using evidence
to support claims.

Elaborate is less about reading, watching or introducing new ideas, and more about
forging the incredibly valuable concept-to-self, concept-to-concept and concept-to-
world connections that help tie anchor and investigative phenomena together.

Evaluate cannot simply mean vocabulary assessments or graded journals anymore;

now it means reflecting critically on the investigative process, the hypothesis, and the
anchor phenomena.
LESSON PLANNING AND USING 5E’S IN MATHEMATICS

A lesson plan using the 5E approach looks quite simply. All you need are five
sections, one for each of the Es in 5E. How you format the lesson is up to you, your school,
or district; however, no matter how much the format differs, the 5 Es will always remain
consistent.

Teacher:
Date:
Subject / grade level:
Materials:
Lesson objective(s):
A. CONTENT STANDARDS
B. PERFORMANCE STANDARDS
C. LEARNING COMPETENCIES/OBJECTIVES
Topic:
Reference:
Values Integration:
Time:
ENGAGEMENT
 Describe how the teacher will capture students’ interest.
 What kind of questions should the students ask themselves after the engagement?
EXPLORATION
 Describe what hands-on/minds-on activities students will be doing.
 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration
EXPLANATION
 Student explanations should precede introduction of terms or explanations by the teacher. What questions or
techniques will the teacher use to help students connect their exploration to the concept under examination?
 List higher order thinking questions which teachers will use to solicit student explanations and help them to
justify their explanations.
ELABORATION
 Describe how students will develop a more sophisticated understanding of the concept.
 What vocabulary will be introduced and how will it connect to students’ observations?
 How is this knowledge applied in our daily lives?
EVALUATION
 How will students demonstrate that they have achieved the lesson objective?
 This should be embedded throughout the lesson as well as at the end of the lesson

EXECUTION OF THE 5E’S

 Let's take a look at each of the sections of the lesson. We'll use an example of a
math lesson so you can see how your own math lesson plans might look, but this information
can be extended to any subject area to help students take control of their own learning.

Teacher: Charlyn T. Gelito

Date: Oct. 24, 2021

Subject / grade level: Mathematics 9/ Grade 9

Materials: Colored paper, pentelpen and cartolina

Lesson objective(s):

A. CONTENT STANDARDS
The learner demonstrates understanding of key concepts of quadrilaterals
(parallelograms, trapezoids, kites) and triangle similarity.

B. PERFORMANCE STANDARDS
The learner is able is able to investigate, analyze, and solve problems involving
quadrilaterals (parallelograms, trapezoids, kites) and triangle similarity through
appropriate and accurate representation.

C. LEARNING COMPETENCIES/OBJECTIVES
At the end of the lesson, students should be able to:
1. Identifies quadrilaterals that are parallelograms.
2. Uses properties to find measures of angles, sides and other quantities involving
parallelograms.
3. Solves problems involving parallelogram.

Topic: Parallelogram and its Properties

Reference: Grade 9 Learners Module page 314-317

Values Integration: Accuracy and Critical Thinking

Time: 1 hour

Teacher’s Activity Students’ Activity

ENGAGE:
Good morning 9 – Industry! Good morning ma’am Charlyn!
Are there any absent from the class? No one is absent ma’am.
Very good, then. Class how are you Fine ma’am.
today?

Okay that’s great. So, are you ready to Yes ma’am.

listen to our new topic for today?

But before that who can recall the lessons Our previous lesson was all about collinear
we had last meeting? points and quadrilaterals.
 Very good! Then what is the difference of Collinear points when or more than two points
the collinear and non collinear points? lie on the same line while non collinear are
those who do not lie on the same line.

Then give the definition of a quadrilateral? Quadrilateral is any polygon has 4 sides and
has 4 non collinear points.

Then what are the two kinds of a Concave and Convex Quadrilateral.
quadrilateral? The difference of the two? Concave are those quadrilaterals that has
angles measures more than 180 while
Convex are those angle measures less than
180.
Very good. What are the types of a
quadrilateral? There are three types of a quadrilateral: (1)
Trapezium, (2) Parallelogram and (3) Kite.
Parallelogram means parallel lines. What
does parallel lines means? Parallel lines means coplanar lines or points
lying on the same plane that do not intersect.
What are the special types of a
parallelogram? The special types of a parallelogram was
Great! Seems that you already know our squares, rhombus and rectangle.
lessons last meeting.
Teacher’s Activity Students’ Activity
EXPLORE:
Okay class, now did you bring those
learning materials that we needed for
today’s activity? Yes ma’am.

Very good. Then show me your learning (Raising their materials.)

materials

Okay, listen and follow my instructions

properly and don’t make unnecessary
noise.

Activity: Paper Folding (Making a Parallelogram)

(After the activity.) We just made a parallelogram ma’am.

Okay, what can you observe? Yes. Making a parallelogram through paper
folding is truly amazing
Isn’t amazing?
Maybe our topic is all about Parallelogram
ma’am.
Based on activity we had, any idea of our
topic for today?
Yes, Parallelogram and its properties. But
first what is a parallelogram? A parallelogram is a quadrilateral having two
pairs of parallel sides.

Exactly!

A parallelogram is a quadrilateral with two

 pairs of opposite sides are parallel.
Opposite sides are those sides who are not
What does opposite sides means? adjacent sides.

Yes. They are not adjacent or consecutive

sides.

Activity: Observe your parallelogram.

Consider this parallelogram ABCD, AB
and CD parallel to each other (AB // CD)
and if segments AD and BC are also
parallel to each other (AD // BC), then the
quadrilateral is a parallelogram.
It is diagonal ma’am
Draw a line segment AC
What do you call this segment in terms of
parallelogram?

So class, use your own parallelogram Yes ma’am!

then we will be having Parallelogram’s up
activity. I’ll give you 5 activities and in
every activity you have only a minute to
answer then after raise your
parallelogram’s up then you check your
own answers. Is that clear?
Activity 1:
Name triangle that is congruent
A B
(Students raise their hands.)

D C ∆ ABC is congruent to ∆ CDA

So 5, 4, 3, 2, 1 … Parallelogram’s Up!

Okay let’s check. So what are the triangle

that are congruent?
Angle Side Angle Postulate.
Yes, John James?
(Students raising their hands.)
Correct! ∆ ABC is congruent to ∆ CDA by
ASA Postulate

Class, what is ASA stands for?

Very good. So who got the correct answer

for activity 1?

Activity 2: (Students raise their hands.)

Give the sides that are parallel
A B AB // CD,
AD // BC
 D C Corresponding Parts of a Congruent Triangle
So 5, 4, 3, 2, 1 … Parallelogram’s Up! are Congruent.
Okay let’s check. So what are the sides
that are parallel? (Students raise their hands.)

Yes, Joana.

That’s correct! Line segment AB // Line

segment CD, Line segment AD // Line
segment BC by CPCTC

Class, what is CPCTC stands for?

Very good. So who got the correct answer (Students raise their hands.)
for Activity 2?

Activity 3: < A is congruent to < C,

Draw again a line segment BD. < B is congruent to < D
Which angles are congruent? Corresponding Parts of a Congruent Triangle
are Congruent.
A B

(Students raise their hands.)

D C
So 5, 4, 3, 2, 1 … Parallelogram’s Up!

Okay let’s check. So what are the angles

that are congruent?

Yes, Warren.

Correct! < A is congruent to < C,

< B is congruent to < D by CPCTC.
(Students raise their hands.)
Very good. So who got the correct answer
for Activity 3? < ABC + < BCD = 180
Activity 4:

Given:
< ABC = 60
< CDA = 60 and < DAB = 120 because in the
< BCD = 120
activity 3, < A is congruent to < C and < B is
What is the measure of < ABC + < BCD?
congruent to < D that means if the given
What is the measure of < CDA? < DAB?
measure for < B is 60 then < D would be 60
A B too and if the given measure for < C is 120
then < A is 120 too by Corresponding Parts of
a Congruent Triangle are Congruent.
 (Students raise their hands.)

D C
So 5, 4, 3, 2, 1 … Parallelogram’s Up!

Okay let’s check. So what would be the

measure of < ABC + < BCD if < ABC = 60
and < BCD = 120?

Yes, Maebel.

Exactly! So what would be the measure of

< CDA? < DAB? Explain your answer.

Yes, Diekembe.
(Students raise their hands.)

Line segment AC bisect the ∆ BCD and ∆

DAB.
Very good explanation, Diekembe! So Ma’am they just both bisect each other.
who got the correct answer for Activity 4?
(Students raise their hands.)
Activity 5:
Name the intersection of line segment AC
and line segment BD as point Q.
If the line segment BD bisect the ∆ ABC
and ∆ CDA. What can you say about line
segment AC?

A B

D C

So 5, 4, 3, 2, 1 … Parallelogram’s Up!

Okay let’s hear your answer. So what can

you say about line segment AC?

Yes, EJ.

Exactly! So what can you observe on the

two diagonals?

Very good. So who got the correct answer

for Activity 5?
Teacher’s Activity Students’ Activity
EXPLAIN:
Parallelogram and its Properties
1. “Each diagonal of a parallelogram
divides the parallelogram into two
congruent triangles.”
2. “Opposite sides of a parallelogram are
congruent.”
3. “Opposite angles of a parallelogram are
congruent.”
4. “Any two adjacent angles of a
parallelogram are supplementary.”
5. “The diagonals of a parallelogram
bisect each other.” ∆ ABC is congruent to ∆ CDA

In this activity number 1, we actually have

the first property which states, “Each
diagonal of a parallelogram divides the
parallelogram into two congruent
triangles.” Again what is the triangle that
congruent in here?
A B

From the 1st property, I can say AB is

D C
congruent to DC and AD is congruent to BC
by CPCTC (congruent parts of a congruent
Very Good! triangle are congruent).

Then the 2nd property is that, “Opposite

From the 1st property also, I can say angle B
sides of a parallelogram are congruent.”
is congruent to angle D by CPCTC. If
Look at the activity number 2.
diagonal BC is used, then angle A is
From the illustration of parallelogram congruent to angle C also by CPCTC.
ABCD where ∆ABC is congruent to
∆CDA, which sides are congruent? Why?

Brilliant! Next the 3rd property is:

“Opposite angles of a parallelogram are
congruent.” Which angles are congruent?
Why? Look at the activity number 3.
A B

< ABC + < BCD = 180

D C They are supplementary angles since they

are adjacent angles of parallelogram ABCD
which are interior angles on the line segment
AB transversal.
After that the 4th property is that “Any two
adjacent angles of a parallelogram are
 supplementary.”

As we observed on the activity number 4, < BCD and < CDA is also supplementary
Given is < ABC = 60 and < BCD = 120 since they’re consecutive angles of
then the measure of < ABC + < BCD? parallelogram ABCD which are interior angles
on the line segment CD transversal.
Parallelogram ABCD, line segment BC //
line segment AD and line segment AB is a
transversal. What can you conclude about
< DAB and < ABC?

Very good! Now, how about if line

segment CD is the transversal, what can
you conclude about < BCD and < CDA?
Line segment AC bisect the ∆ BCD and ∆
DAB. So the both diagonals bisect each
other.
Amazing you’re so brilliant students! And
finally, we have the last property which
states, “The diagonals of a parallelogram
bisect each other.” Look at the activity
number 5. Line segment BD bisect the ∆
ABC and ∆ CDA and how about Line
segment AC?

Very nice!

Teacher’s Activity Students’ Activity

ELABORATE:
Okay let’s have an activity. This right
column will be the group 1, the middle
column will be the group 2 and the left
column will be the group 3. Group 1 will
stay here, group 2 there and group 3 will
stay on that area.
(Choosing their leader and secretary)
Okay. The first task that I need you to do
is to choose your group leader that would
be the reporter and the group secretary
and write it on a one-fourth piece of
paper.

Here’s your problem group 1, group 2 and

group 3. You have to complete it in 8
minutes. After that, the group will post
their output on the board and later, once
all the other groups are already finished,
the group reporters will present their
output to their classmates. Yes Ma’am!
Understand, class?
Now start! You have remaining time to
finish that then we will present it
immediately.
Group 1:
(After 8 minutes)
C A
x + 40
Okay, time’s up! Present your work.

So, where is the Group 1?

3x - 20
E R

1. What triangles of parallelogram CARE is

congruent?
Answer: ∆CAR and ∆REC

2. Which sides of parallelogram CARE are

parallel?
Answer: CA // RE, AR // EC

3. What are the angles of parallelogram

CARE are congruent?
Answer: < C and < R, < A and < E.

4. Find the value of x?

Answer:
x + 40 + 3x – 20 = 180
4x + 20 =180
4x = 160
x = 40

Very good Group 1! You did a good job. 5. What is the value of Angle C, A, R, and E?
Let’s give them good job cheer. Answer:
GOODJOB! Angle C = 80
Angle A = 100
Angle R = 80
How about Group 2? Angle E = 100

Group 2:
L O

E V
 Given:
LO = (3x – 5) cm
OV = (2y – 7) cm
VE= (x + 7) cm
EL = (y + 3) cm

Solution:

1. What are the diagonals?

Answer:
The diagonals of a parallelogram bisect each
other. Line segment LV and line segment OE
Very good, Group 2. is diagonals.
Class let’s give them a wow clap!
Now, Group 3! 2. What is the value of x?
To find the value of x,
LO = VE
3x – 5 = x + 7
3x – x = 5 + 7
2x = 12
x=6

3. What is the value of y?

To find the value of y,
OV = EL
2y – 7 = y + 3
y = 10

4. What is the value of Angle L, O, V, and E?

Answer:
Angle L = 13
Angle O = 13
Angle V = 13
Angle E = 13

5. What kind of parallelogram it is?

Answer: It is a rhombus.
Very good Group 3! You did a good job.
Let’s give them good job cheer. Group 3:
GOODJOB! K I
4x – 50
Very good, class. All of your answers
were correct!

Again what are the properties of the

parallelogram? x + 20
G N

1. What triangles of parallelogram KING is

congruent?
Answer: ∆GKI and ∆ING.

2. Which sides of parallelogram are

 congruent?
Answer: GK // IN and KI // NG

3. What are the angles of parallelogram KING

are congruent?
Answer: < K and < N, < I and < G.

4. What is the value of x?

To find the value of x,
4x – 50 + x + 20 = 180
5x – 30 = 180
5x = 210
x = 42

5. What is the value of angle KING?

Yes, Correct! To find the value of the angle K, I, N and G.
Answer:
Angle K = 118
Do you have any clarification about our Angle I = 62
topic? Angle N = 118
Angle G = 62

Property Number 1:
“Each diagonal of a parallelogram divides the
parallelogram into two congruent triangles.”
 ∆ ABC is congruent to ∆ CDA

Property Number 2:
“Opposite sides of a parallelogram are
congruent.”
 Line segment AB is congruent to line
segment CD, Line segment AD is
congruent to line segment CB

Property Number 3:
“Opposite angles of a parallelogram are
congruent”
 < A is congruent to < C, < B is
congruent to < D

Property Number 4:
“Any two adjacent angles of a parallelogram
are supplementary.”
 Angle A & angle B are supplementary.
 Angle B & angle C are supplementary
 Angle C & angle D are supplementary
 Angle A and angle D are
 supplementary

Property Number 5:
“The diagonals of a parallelogram bisect each
other.”
 Line segment AQ is congruent to line
segment CQ, line segment BQ is
congruent to line segment DQ

None.
EVALUATE:

Given: □SURE is a parallelogram.

S U

E R

1. If SU = 7, then RE = _________ 9. SU = ______

2. ∆SUE = _________ 10. If m<S=73, then m<R=_____
3. ∆SUR = _______ 11. If m<E=75, then m<R=________
4. UQ = _________ 12. If m<U=95, then m<E=_______
5. SQ = _________ 13. m<S + m<E=________
6. If SE = 12, then RU=________ 14. If m<S=60, then m<_______= 60
7. Angle U = ________ 15. If m<URS-55, m<ESR=________
8. Angle S = ________

ASSIGNMENT
A. Use the properties of a parallelogram to do what is asked.
□BATH is a parallelogram.

B A

H T
1. Given: 2. Given:
BH = 7x-10 HQ=10x+7
AT = 4x-1 AQ=5x+22
Find: BH Find: HA